Seeking and providing assistance while learning to use information systems

Babin, L.; Tricot, André; Mariné, Claudette

doi:10.1016/j.compedu.2009.01.015

Cited by 16 publications

(7 citation statements)

References 38 publications

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“…The findings of this research showed that, in general, the usefulness of help-seeking in the overall process of information-seeking was assessed as “high usefulness” by the participants. This finding confirmed the findings of Aleven et al (2006), Babin et al (2009), Bartholome et al (2006), Cool and Xie (2004) and Wu (2011). Although these studies confirmed the usefulness of help-seeking in different contexts, their findings emphasized the usefulness of help-seeking, increasing the efficiency and satisfaction of users and the usability of information systems.…”

Section: Resultssupporting

confidence: 92%

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Analysing the relationship between information-seeking and help-seeking behaviours in a digital library

Zerehsaz

2017

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Purpose This paper aims to investigate the help-seeking behaviour of users during their information-seeking in a digital library, studying the kind of help-seeking situations, help requests and using help resources with different interactive levels. For this purpose, users’ help-seeking behaviour (postgraduate students at Ferdowsi University of Mashhad) was investigated based on different stages of Marchionini’s adapted model. Design/methodology/approach This research was performed using the mixed method. In total, 38 postgraduate students at Ferdowsi University were selected by Stratified Purposive Sampling method as samples. Selecting a digital library based on considered factors, preparing help resources and designing research scenario were made as the preparation stages of performing the study. The tools used for collecting and analysing data were questionnaires, think aloud protocol and Morae software. Findings Some of the considerable results of this research were recording the help-seeking signs in all four main stages of the adapted information-seeking model. However, in the search stage, in which a user enters the search process practically, the need for help-seeking was recorded more than it in other stages. Results also confirmed that most help requests by users were for executive help which were rooted in users’ knowledge shortcomings and their passivity in help-seeking process. Because of the flexibility and speed of providing responses, participants also tended to interact with more interactive and flexible help resources and assessed this interaction more useful. Originality/value According to the findings of this research, the adapted information-seeking model used in this study was completed, and a theoretical model for information-seeking in a digital library was suggested. In this model, help-seeking is considered as a supportive and complementary behaviour for information-seeking behaviour which begins in help-seeking situations and continues to solve problems in these situations.

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Section: Resultssupporting

confidence: 92%

“…The reason could be that some participants, despite the challenging situation they faced, refused to get help. The fact that some users may not ask for help, has also been noted by Babin et al (2009). Rughani (2011) also determined that a positive attitude towards help-seeking and its benefits led to additional use of help resources.…”

Section: Resultsmentioning

confidence: 87%

Analysing the relationship between information-seeking and help-seeking behaviours in a digital library

Zerehsaz

2017

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“…Although typical GIS courses involve instruction across a broad range of concepts, the domain information in computer science is considered to be more complex in terms of fundamental knowledge and comprehension (Gasparinatou and Grigoriadou 2011). Learning in computer science is complex and fraught with known barriers, including conditions of negative reinforcement (Kinnunen and Simon 2012), impersonal interactions (Barker and Garvin-Doxas 2004), and detachment and demotivation (Babin, Tricot, and Marin e 2009). Students need support to overcome these barriers (Robins, Rountree, and Rountree 2003).…”

Section: Computer Science and Programming In Geography And Gismentioning

confidence: 99%

Computer Science and Programming Courses in Geography Departments in the United States

Bowlick

Goldberg

Bednarz

2016

The Professional Geographer

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“…Leurs actions pour rechercher de l'aide sont souvent inefficaces. Ils ont tendance à attendre trop longtemps avant de faire appel à des aides même quand ils sont dans une impasse (Aleven et al, 2000, Babin et al, 2009.…”

Section: L'utilisation Des Aides Par L'apprenantunclassified

“…Les auteurs s'accordent pour préconiser des aides proactives (fournies par un tuteur humain ou informatique) qui sont contextualisées et permettent à l'apprenant d'avoir le sentiment d'être suivi et donc encouragé dans son activité (Albero, 2000, Demaiziere, 2004, De Lièvre et al, 2006, Babin et al, 2009. Pour ces auteurs, imposer des aides dans l'activité pourrait ne pas être néfaste au regard du gain en terme d'apprentissage.…”

Section: L'utilisation Des Aides Par L'apprenantunclassified

Présentation d´aides virtuelles dans un environnement virtuel d´apprentissage humain. Analyse de leur moment de présentation

Beney¹,

Pallec²

2011

Distances et savoirs

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Cette recherche analyse un problème didactique de conception d'un environnement virtuel d'apprentissage humain destiné à une pratique en autonomie. L'environnement peut être modifié et enrichi par des aides virtuelles dynamiques. Dans un cadre plus général de l'utilisation des aides par des apprenants, nous testons et comparons différents moments de présentation de ces aides du point de vue de leur effet sur la compréhension du problème. Nous étudions deux situations d'apprentissage dans un TP de science en virtuel avec des étudiants volontaires. Nous montrons qu'il est plus efficace de présenter les aides avant de présenter le problème pour améliorer la compréhension de ce problème. Nous étendons la réflexion à leur fonction par rapport à l'activité qui peut, selon le cas, constituer une exploration ou une remédiation. ABSTRACT. This research analyzes the didactic issue of designing a virtual learning environment intended for autonomous practice. The environment can be modified and enriched by virtual and dynamic helps. In a more general context of use of the helps by learners, we test and compare different moments in time for the presentation of the helps according to their impact on the learners' understanding of the problems set to them. We study two learning situations in a virtual lab work in sciences with volunteer students. We show that providing the helps before submitting the problem results in a better understanding of the problem by the learners. We further discuss their effect in relation to the activity, and their possible roles as either exploratory or as remediation tools. MOTS-CLÉS : environnement virtuel d'apprentissage humain (EVAH), questions de pédagogie, autoformation, aides virtuelles didactiques, compréhension, présentation des aides, fonction de l'aide. KEYWORDS: virtual learning environment, pedagogical issues, self-training, virtual and didactic helps, understanding, presentation of the helps, roles of the helps.

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Seeking and providing assistance while learning to use information systems

Cited by 16 publications

References 38 publications

Analysing the relationship between information-seeking and help-seeking behaviours in a digital library

Analysing the relationship between information-seeking and help-seeking behaviours in a digital library

Computer Science and Programming Courses in Geography Departments in the United States

Présentation d´aides virtuelles dans un environnement virtuel d´apprentissage humain. Analyse de leur moment de présentation

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